Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative. In most cases, faculties have learning goals for the students or courses they teach. However, these may not be made explicit. The assessment process involves articulating your learning goals, so that they may be communicated to others, and evaluated for continued improvement. Helps in having explicit goals also facilitates the integration of courses and programs to identify areas of omission or redundancy, and allows you to document success.
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.
But it also involves the reasons or goals that underlie their participation or nonparticipation in classroom activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ. That is, students should have many sources of motivation in their learning experience in each class. (Palmer, 2007; Debnath, 2005; D’Souza and Maheshwari, 2010). Motivation to learn is characterized by continuing, quality involvement in learning process.
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
Shininger (2006) embarked on a study to determine the benefits of using the STAD technique in a middle school mathematics classroom. He found that Students Teams Achievement Divisions (STAD) increases academic achievement and improves students' self-esteem as learners and their social interactions with their peers. Weaver (2006) investigated the benefits of cooperative learning in the mathematics classroom in secondary school. He found that cooperative learning is useful for learning mathematics in high school. The students who were exposed to cooperative learning seemed to have higher score on the tests and have positive attitude towards mathematics.
Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.
Moreover, it is also observed that participation of learners and their performances in classroom is affected, if it does not totally depend, on the use of instructional materials. In Mathematics, pupils do appreciate the lessons more when they are presented with visual images aside from numbers. The lessons become more interesting when the images are moving and requires interaction. Besides, learners today belong to what we call as Generation Z. This generation think and process information differently.
Statement of problem: learning styles are important for consideration in educational process of academic world. Learning styles are innate and it affects student learning process. As we know, we have different kinds of learning style such as: aural, visual, oral, kinesthetic, pictorial and etc. In this context, student achievement is related to the learning style. Understanding students' learning style is important factor can affect their achievement .
Mediation in learning entails teachers’ competence to: address the diverse needs of learners, including those with barriers to learning; construct learning environments that are appropriately contextualized and inspirational, communicate effectively, showing recognition of, and respect for differences in others, this is according to According to the Department of Education (DoE, 2000). According to McNeil (1990: 314), Mediation refers to the interpretative process by which people make sense of or create meaning from experience. From these different definitions it is clear that the educator as a mediator serves as the intermediary between the learners and the learning and has the task of facilitating the learning process. The mediator has the responsibility of steering the learning process and finding ways to arouse curiosity and enthusiasm in learners. If an educator is successfully able to do this they will have learners who are eager to learn and this can be measured by learner’s engagement in the learning process.